Choose your platform and buy
Try if one month free of charge with 10 licenses.
What is the account for?
Welcome to CogniFit! Welcome to CogniFit Research! CogniFit Healthcare Boost Your Business with CogniFit! CogniFit Employee Wellbeing

Sign up on here if you don't have your mobile handy

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

You are going to create a company management account. This account is designed to give your employees access to CogniFit evaluations and training.

You are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills.

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a company management account. This account is designed to give your employees access to CogniFit evaluations and training.

You are going to create a developer account. This account is designed to integrate CogniFit’s products within your company.

loading

For users 16 years and older. Children under 16 can use CogniFit with a parent on one of the family platforms.

By clicking Sign Up or using CogniFit, you are indicating that you have read, understood, and agree to CogniFit's Terms & Conditions and Privacy Policy.

Scan the below QR with your phone to register through our mobile app for the ultimate convenience and access on-the-go!

Enhance Your Experience!

If you don't have your mobile handy sign up on here

Download our app to enjoy a good experience on this device

Huawei App Gallery

If you don't have your mobile handy sign up on here

Cognitive Abilities
Internal consistency
Test-retest reliability
Shifting
0,726
0,842
Divided Attention
0,866
0,85
Width of Field of View
0,806
0,998
Hand-eye Coordination
0,779
0,876
Naming
0,687
0,782
Focused Attention
1
0,905
Visual Scanning
0,862
0,922
Estimation
0,761
0,986
Inhibition
0,661
0,697
Phonological Short-term Memory
0,915
0,698
Contextual Memory
0,884
0,775
Visual Short-Term Memory
0,866
0,743
Short-Term Memory
0,853
0,721
Working Memory
0,85
0,696
Non-verbal Memory
0,787
0,73
Spatial Perception
0,611
0,907
Visual Perception
0,751
0,882
Auditory perception
0,652
0,904
Planning
0,765
0,826
Recognition
0,864
0,771
Response Time
0,873
0,821
Processing Speed
0,888
0,764
Cognitive Assessment for Dyslexia Research (CAB-DX)

Reliability analysis of the evaluation (Only in English)Download

Cognitive Assessment for Dyslexia Research (CAB-DX)

Innovative online dyslexia test makes it possible to take a complete cognitive screening and evaluate the risk index of the presence of dyslexia.

Who is it for?

This product is not for sale. This product is for research purposes only. For more info see CogniFit Research Platform

Multi-platform

Cognitive Assessment for Dyslexia Research (CAB-DX)

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

-
+
Number of assessments*

* Assessment licenses can be used for any type of assessment

 

Cognitive assessment battery to evaluate and detect dyslexia

Cognitive assessment battery to evaluate and detect dyslexia

  • Evaluate the risk index of the presence of dyslexia
  • For children over 7, teens, and adults
  • The test lasts about 30-40 minutes
  • Reliability analysis of the evaluation - Only in English Download

The Cognitive Assessment for Dyslexia Patients (CAB-DX) is a leading professional tool made up of a battery of tasks aimed at quickly detecting and assessing the presence of symptoms, traits, or poor functioning of the cognitive processes affected by dyslexia.

Dyslexia tends to be underdiagnosed. However, this learning disorder creates significant and persistent difficulties that affect linguistic abilities associated with reading and writing. A neuropsychological test, a clinical history and an evaluation of different dyslexia areas are still the most effective tools to diagnose dyslexia. Note that CogniFit does not directly offer a medical diagnosis of dyslexia. This complete dyslexia cognitive test should be used to complement a professional diagnosis, and never as a substitute for a clinical diagnosis.

This innovative dyslexia online test is a resource that helps make a complete cognitive screening, see cognitive strengths and weaknesses, and evaluate the risk index of the presence of dyslexia. This test is perfect for children 7+, teens, and adults. Any user, either professional or personal, can easily use this dyslexia assessment online.

Completing this cognitive dyslexia test takes about 30-40 minutes and a results report from this test will automatically be available for download after completing the evaluation.

Digitalized protocol for the dyslexia assessment (CAB-DX)

Digitalized protocol for the dyslexia assessment (CAB-DX)

This complete cognitive evaluation to detect dyslexia is made of a questionnaire and a complete battery of neuropsychological tests. It takes about 30-40 minutes to complete.

The person taking the test will complete the initial questionnaire designed to evaluate the signs and symptoms of dyslexia appropriate for the user's age. Following the questionniare, the user will complete the tasks presented as simple online games.

Well-being Questionnaire

A series of questions designed to detect the main diagnostic criteria and symptoms of dyslexia will be presented to the user, with questions adapting to the user's age.

Neuropsychological factors and cognitive profile

It continues with a battery of tasks designed for evaluating the main neuropsychological factors identified in the scientific literature surrounding this learning disorder, paying close attention to executive functions.

Complete results report

After completing the dyslexia test, you will receive a detailed report, where you will see the user's risk index for dyslexia (low-medium-high), the warning signs and symptoms, cognitive profile, analysis of results, and recommendations. These results offer valuable information to identify support strategies or to bring to a specialist who can make a more precise diagnosis.

Psychometric Results

Psychometric Results

The Cognitive Assessment for Dyslexia Patients (CAB-DX) uses patented algorithms and artificial intelligence (AI), which makes it possible to analyze thousands of variable and notify users of a risk of dyslexia with very satisfactory psychometric results.

The neuropsychological cognitive report has a high reliability, consistency, and stability. The test has been validated by repeated tests and measurement processes. Transversal research designs have been followed, like the Alpha Cronbach coefficient, reaching scores of about .9. The Test-Retest tests have received scores of almost 1, which shows the high reliability and precision that this battery offers.

See validation table

Who is it for?

Who is it for?

The Cognitive Assessment for Dyslexia Patients (CAB-DX) can be used for children 7 years and older, teens and adults who are suspected of having dyslexia.

Any professional or private user can easily use this dyslexia assessment online. No special training or skills are needed to use this online professional program. It is especially designed for:

Individual Users

Understand brain function and cognitive strengths and weaknesses

With the CogniFit Cognitive Assessment Battery for Dyslexia, we will be able to know the state of our cognitive abilities related to this disorder, and see if our related symptoms represent an index of risk for dyslexia based on our age.

Healthcare Professionals

Precisely assess patients and access a complete report

CogniFit's neuropsychological assessment battery for dyslexia makes it possible for healthcare professionals to detect, diagnose, and create an appropriate dyslexia intervention. Detecting the symptoms and cognitive dysfunctions is the first step to identifying dyslexia and orienting an appropriate neuropsychological intervention. This powerful software makes it possible to manage patients, study multiple variables, and offer complete, personalized reports.

Schools and Education Specialists

Detect which students are at-risk for dyslexia. Help prevent academic difficulties

This battery of neuropsychological tests makes it possible for non-specialized professionals and educators to objectively evaluate students and create complete personalized reports, which makes it possible to see strengths and weaknesses, and quickly detect the students at risk for dyslexia that may need to be diagnosed individually in order to create the appropriate intervention.

Parents, caretakers, and individual users

Identify if your family members present a risk for dyslexia

The dyslexia test from CogniFit is a scientific resource made of simple and attractive tasks and tests that can be taken online. It allows any person, without specialized training, to evaluate the different neuropsychological factors identified in dyslexia. The complete results system makes it possible to identify a risk for dyslexia and detail a plan of action for each case.

Researchers

Measures the cognitive abilities of study participants

CogniFit's Cognitive Assessment for Dyslexia Patients (CAB-DX) allows us to evaluate in a simple and accurate way the cognitive abilities related to this reading learning disorder. The way the test is applied makes it convenient for use in scientific research.

Benefits

Benefits

Using this technology-based support platform to quickly and precisely assess the presence of symptoms, weaknesses, strengths, traits, and poor functioning of the cognitive processes affected by dyslexia offers multiple benefits:

LEADING INSTRUMENT

The Cognitive Assessment for Dyslexia Patients (CAB-DX) is a professional resource created by specialists in learning disorders and neuropsychology. The cognitive tests in this battery have been patented. This leading instrument is used by the scientific community, schools, universities, families, foundations, and medical centers around the world.

EASY-TO-USE

Any individual or professional user (healthcare professional, teacher, etc.) can personally use this neuropsychological battery without needing special training or knowledge of neuroscience or technology. The interactive format offers a simple and effective use of the platforms.

USER-FRIENDLY

All of the clinical tasks are presented as fun and interactive brain games, which makes it easy for everyone, especially children, to better understand and learn.

DETAILED RESULTS REPORT

The Cognitive Assessment for Dyslexia Patients (CAB-DX) provides quick and precise feedback, creating a complete system to analyze results. This makes it possible to recognize and understand the clinical symptoms, strengths, weaknesses, and risk index.

ANALYSIS AND RECOMMENDATIONS

This powerful software makes it possible to analyze thousands of variables and offer specific recommendations tailored to each user.

When should you use this dyslexia test?

When should you use this dyslexia test?

With this assessment battery, it's possible to reliably detect a user's risk index of dyslexia in children 7 years and older.

Early detection makes it possible to minimize the developmental difficulties associated with dyslexia and get started training and improving the areas affected by it.

This assessment battery for dyslexia also makes it possible for adults to understand their risk index for dyslexia. Many adults have suffered from dyslexia and reading difficulties their whole life because they were never diagnosed with this learning disorder. While these people may have an average, or even an above average, IQ, they may have had significant trouble as students. Without early detection and the proper tools, dyslexia may affect a person's professional, social lives.

Below are some of the most characteristic symptoms of dyslexia:

Subtypes of Dyslexia
Most representative symptoms
Description
Hyperactive-Impulsive Predominance
Writing difficulties
Reading difficulties
Difficulty planning tasks
Problems with motor coordination and spatial orientation.
Difficulties in professional and social areas

Writing difficulties

People with dyslexia often have trouble correctly processing the symbols used in writing. They have trouble spelling words and expressing ideas when writing. They may be able to understand something or someone perfectly when presented orally but have trouble taking notes in class. Children and adults with dyslexia may have irregular or illegible handwriting, and trouble when writing similar words, like "dad" and "bad".

Reading difficulties

People with dyslexia often have trouble decoding information, which is why reading is so difficult. They often read slowly and have a hard time understanding the meaning of a written text, and have trouble memorizing or storing information they've read. People with dyslexia are not usually very interested in reading due to the extra difficulty it poses.

Difficulty planning tasks

Difficulties with the development of the executive functions is one of the most recurring characteristics of dyslexia. This means that any task that requires planning may be a challenge for someone with this learning disorder. Executive functions are a set of complex cognitive skills that make it possible to plan any task and divide it into steps (analyze the task, understand what you need to do, organize, determine how long it will take to carry-out, structure the work, and assess actions and adjust them as necessary).

Problems with motor coordination and spatial orientation.

Some people with dyslexia have trouble with motor coordination and have trouble distinguishing between their right and left, up and down, in front and behind, etc. This problem may cause a certain clumsiness in daily life and may lose things more often. For example, people with dyslexia may have trouble when playing sports or riding a bike.

Difficulties in professional and social areas

The reading and writing difficulties caused by dyslexia start in childhood and become more and more apparent as academic challenges become greater. There is a close relationship between academic difficulty and dyslexia, as someone with dyslexia may be labeled a "lazy" student due to the difficulties they face. Adults with dyslexia may continue to have trouble in their professional field.

Description of the diagnostic criteria questionnaire

Description of the diagnostic criteria questionnaire

Dyslexia is characterized by a series of clinical signs and symptoms. These indicators can help you understand the possible presence of dyslexia, which is why the dyslexia assessment adjusts the questionnaire to adapt to each user's specific diagnostic criteria and symptoms for their age.

The questions presented here are similar to those that you may find in a diagnostic manual, questionnaire, or clinical evaluation scales. However, they have been simplified to be understood and answered by almost anyone.

Diagnostic criteria for children 7-12 years-old

It is made up of a series of simple questions that can be completed by a parent or guardian, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble reading and writing), learning and development problems (poor academic performance), and problems with psychomotricity and skills.

Diagnostic criteria for teens 13-17 years-old

It is made up of a series of simple questions that can be completed by the user him or herself. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text), learning and development problems (low academic performance), and problems with psychomotricity and spatial skills (poor spatial management), or problems with social relationships (frustration, low self-esteem).

Diagnostic criteria for adults

It is made up of a series of simple questions that can be completed by the user him or herself, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text, poor handwriting), trouble with professional and social areas (difficulty presenting written projects or writing in public), academic history (childhood academic difficulty), spatial and temporal organization (lateralization, problems with spatial orientation).

Description of the neuropsychological factors affected by dyslexia

Description of the neuropsychological factors affected by dyslexia

Alterations is some cognitive skills may be an indicator of dyslexia. A general profile of the user's cognitive skills may indicate how severe the alterations caused by dyslexia are.

Problems with reading and writing and spatial and motor skills, as well as socialization and social relationships, can be caused by deficits in different cognitive skills. These are the cognitive skills and areas assessed by the Cognitive Assessment for Dyslexia Patients (CAB-DX):

Evaluated Cognitive Domains
Cognitive Abilities

Attention

Ability to filter distractions and focus on relevant information.

Excellent

7.5% above average

Divided Attention

Divided attention and dyslexia. Divided attention is the ability to pay attention to more than one stimuli at the same time, like listening to a teacher while writing notes. People that have alterations in divided attention use more cognitive resources when doing two or more tasks simultaneously, which would make it difficult to listen to a lecture and take notes.

459Your Score

400Average

Focused Attention

Focused attention and dyslexia. Focused attention is the ability to focus attention on a target stimulus, regardless of the duration. You might use focused attention when listening in class or reading a book. When you get distracted, it increases the probability of missing important information, which may affect comprehension and learning. Children and adults with dyslexia may have difficulties paying attention to present stimuli

534Your Score

400Average

Memory

Ability to retain or manipulate new information and recover memories from the past.

Excellent

8.5% above average

Short-Term Memory

Short-term memory and dyslexia. People with dyslexia may have alterations in this cognitive skill. Short-term memory is the ability to hold onto a small bit of information over a short period of time, like when remembering the beginning of a sentence to understand the entire phrase. Problems with short-term memory may impede one’s ability to understand what is being said, as the information isn’t processed correctly.

528Your Score

400Average

Visual Short-Term Memory

Visual short-term memory and dyslexia. Visual short-term memory is the ability to retain a small amount of visual information over a short period of time, like letters, words, etc. A problem in visual short-term memory may prevent one from understanding written text, as it would be difficult to remember the beginning of a sentence.

633Your Score

400Average

Working Memory

Working memory and dyslexia. It’s important to keep in mind that an alteration in working memory may be a strong indicator of dyslexia. Working memory is the ability to retain and use the information necessary to complete complex cognitive tasks, like language comprehension, learning, or reasoning. A deficit in working memory may imply difficulties when understand written or spoken language.

574Your Score

400Average

Coordination

Ability to efficiently carry-out precise and organized movements.

Excellent

8.5% above average

Response Time

Response time and dyslexia. Response time is the ability to perceive, process, and respond to a simple stimulus, like quickly and efficiently answering a specific question. People with slow reaction time often have more trouble writing quickly and fluidly.

697Your Score

400Average

Perception

Ability to interpret the stimuli from one's surroundings.

Excellent

7.7% above average

Visual Scanning

Visual scanning and dyslexia. Visual scanning is the ability to actively and efficiently look for relevant stimuli in one’s surroundings using sight, like detecting punctuation and letters when reading. Poor visual scanning may interfere with the detection of the distinctive traits of different letters (b-d, for example), affecting comprehension.

522Your Score

400Average

Reasoning

Ability to efficiently use (organize, relate, etc.) acquired information.

Excellent

8.4% above average

Planning

Planning and dyslexia. Planning is the ability to mentally organize the best way to reach a specific future goal, like when you think about how to tell a story to your friends later. People with poor planning may have more trouble planning speeches, written text, or the ideas that they read.

689Your Score

400Average

Processing Speed

Cognitive processing speed and dyslexia. Processing speed is the ability to process information quickly and automatically. People with alterations in processing speed take longer to understand what they read and what they want to write or explain. Slow auditory and verbal processing may cause problems when decoding letters, words, and sentences.

657Your Score

400Average

Language

Ability to understand and express verbal information (spoken, written, etc.).

Excellent

8.0% above average

Naming

Naming and dyslexia. Naming is the ability to access a word from your vocabulary in order to name a certain concept, like when you’re easily able to remember the name of your street. An alteration in naming may cause people to use “filler words” or cause problems with reading comprehension.

498Your Score

400Average

Evaluation tasks

Our Digital Cognitive Assessments

CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.

Tapping Test

The Speed Test REST-HECOOR exercise was inspired by the classic test of Fingertip tapping from the assessment battery NEPSY (Korkman et al., 1998). The test-taker is required to keep on clicking for 10 seconds and as rapidly as possible with the mouse, or finger if using a touch-screen device, in a defined area on the screen. Data is collected as the number of clicks during the allocated time, number of clicks inside the defined area and number of clicks outside it.

Psychomotor Vigilance Test

The Resolution Test REST-SPER was inspired by the classic paradigms Go/No Go Task (Gordon & Caramazza, 1982), Continuous Performance Test (Conners, 1989; Epstein et al., 2001), and the Psychomotor Vigilance Task (Dinges & Powell, 1985). The test-taker is required to rapidly press on circles which appear on the screen and to ignore hexagons should they also appear. Embedded in the task are 16 circles-only items and 8 circles-and-hexagons items. For each item data is collected on response time, response accuracy and cursor distance from target center.

Visual Working Memory Span Test

The Concentration Test VISMEM-PLAN took as a reference the Corsi block-tapping test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945). In the first part of the task, some circles, within a fixed array of circles, light up. The test-taker is required to memorize which circles, within the array, have lit up and then try to reproduce the sequence in the right order. In the second part of the task, a delay of 4 secs is added between the first screen and the playback screen, in order to increase the time the user must retain the information.

Naming Test

The Decoding Test VIPER-NAM was inspired by the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). The test-taker is required to click on the first letter, among four of them, that spells the name of the object depicted on the screen. For example, for the picture of an apple, the test-taker should click on the letter “A” but not on the three incorrect responses (C, P, M) also present on the screen.

Multimodal Lexical Memory Test

The Identification Test COM-NAM is based on the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). For each object shown, the test-taker must choose from three possibilities: 1) the item is presented for the first time in the task or 2) the last time it appeared the item was spoken or 3) the last time it appeared the item was presented as a picture.

Digit Span Test

The Sequencing Test WOM-ASM is based on the classic direct and indirect digit test of the WAIS-III (Wechsler, 1997). The test-taker is required to remember and reproduce increasingly longer number sequences, which appear, each in its turn, on the screen. The task will begin with a two- -number sequence.

Stroop Test

The Equivalencies Test INH-REST was based on the classic Stroop test (Stroop, 1935). The test-taker is asked to press on the spacebar (go action) only if the color names on the screen are printed in the matching color and to refrain from pressing (no-go) if the color of the letters does not match the printed color name.

Divided Attention Test

The Simultaneity Test DIAT-SHIF stems from the classic Stroop test (Stroop, 1935), the Vienna Test System (Whiteside, 2002), and the Test of Variables of Attention (Greenberg et al., 1996). The test-taker is required to accurately follow a ball moving and turning in all directions on the screen while, at the same time, performing a variant of the Stroop test.

The brain and dyslexia

The brain and dyslexia

Dyslexia affects 10% of the global population, affecting people’s ability to read, write, and easily decode the written alphabet in general. There are about 700 million adults and children with this learning disorder, and luckily, technological advances in neuro-imaging have made it possible to understand more about the brain and dyslexia than ever before. Some of the brain structures affected by this language learning disorder are:

1 Angular gyrus and supramarginal gyrus

These are made up of a multimodal associative area located in the temporal-parietal lobe that received auditory, visual, and somatosensory information. In these regions, the neurons are specifically oriented to process the phonological and semantic aspects of language, which makes it possible to identify and categorize words.

2 Wernicke’s Area

It is located behind the primary auditory cortex, near the beginning of the lateral ridge in the left hemisphere. This area is part of the associative cortex, and makes it possible to give meaning to the things that you hear or see.

3 Broca's Area

Located in the left inferior frontal gyrus, it plays a role in the articulation of words, both internally and externally, which participated in the processing of words in short-term memory.

4 Frontal Lobe

This is where the structuring of both written and spoken thoughts, words, and language takes place.

5 Primary Auditory Cortex

Registers and processes all of the sounds that we receive, including phonemes, words, and sentences.

Customer Service

Customer Service

If you have any questions about data operation, management or interpretation of our assessments, you can contact us immediately. Our team of professionals will solve your doubts and help you with anything you need.

Contact Us Now

References

References

  • Horowitz-Kraus. T., Breznitz, Z. Can the error detection mechanism benefit from training the working memory? A comparison between dyslexics and controls--an ERP study. PLOS ONE. 2009 Sep, 4(9):e7141.
  • Ladányi, e., Persici, V., Fiveash, A., Tillmann, B., Gordon, R.L. Is atypical rhythm a risk factor for developmental speech and language disorders? Wiley Interdiscip Rev cogn Sci. 2020 Apr, In press.
  • Mehlhase, H., Bakos, S., Bartling, J., Schulte-Körne, G., Moll, K. Word processing deficits in children with isolated and combined reading and spelling deficits: an ERP-Study. Brain Res. 2020 Mar, In press.
  • McArthur, G.M., Filardi, N., Francis, D.A., Boyes, M.E., Badcock, N.A. Self-concept in poor readers: a systematic review and meta-analysis. PeerJ. 2020 Mar, 8:e8772.
  • Munzer, T., Hussain, K., Soares, N. Dyslexia: neurobiology, clinical features, evaluation and management. Transl Pediatr. 2020 Feb, 9(Suppl 1):S36-S45.
  • McMillen, S., Griffin, Z.M., Peña, E.D., Bedore, L-M., Oppenheim, G.M. “Did I say Cherry?” error patterns on a blocked cyclic naming task for bilingual children with and without developmental language disorder. J Speech Lang Hear Res. 2020 Mar, In press.
  • Blythe, H.I., Dickins, J-H., Kennedy, C.R., Liversedge, S.P. The role of phonology in lexical access in teenagers with a history of dyslexia. PLOS ONE. 2020 Mar, 15(3):1-26.
  • Caglar-Ryeng, Ø., Eklund, K., Nerdård-Nilssen, T. School-entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia. 2020 Mar, In press.
  • Mehringer, H., Fraga-González, g., Pleisch, G., Röthlisberger, M., Aepli, F., Keller, V., Karipidis, I.I., Brem, S. (Swiss) GraphoLearn: an App-based tool to support beginning readers. Res Pract Technol Enhanc Laern. 2020 Feb, 15(1):1-21.
  • Brown, A.C., Peters, J.L., Parsons, C., Crewther, D.P., Crewther, S.G. Efficiency in magnocellular processing: A common deficit in neurodevelopmental disorders. Front Hum Neurosci. 2020 Feb,14:49-67.
  • Galliussi, J., Prondi, L., Chia, G., Gerbino, W., Bernardis, P. Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexia. Ann Dyslexia. 2020 Mar, In press.
  • Obidziński, M. Response frequencies in the conjoint recognition memory task as predictors of developmental dyslexia diagnosis: A decision-trees approach. Dyslexia. 2020 Mar, In press.
  • Yu, X., Zuk, J., Perdue, M.V., Ozernov-Palchik, O., Raney, T., Beach, S.D., Norton, E.S., Ou, Y., Gabrieli, J.D.E., Gaab, N. Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills. Hum Brain Mapp. 2020 Mar, In press.
  • Shaywitz, S. E. Dyslexia. The New England Journal of Medicine. 1998, Jan. 338:307-321.
  • Démonet, J.F., Taylor, M.J., Chaix, Y. Developmental dyslexia. The lancet. 2004 May, 363(9419):1451-1460.
  • Peterson, R.L., Pennington, B. Developmental dyslexia. The lancet. 2012 Jun, 379(9839):1997-2007.
  • Coltheart, M., MAsterson, J., Byng, S., Prior, M., Riddoch, J. Surface dyslexia. The Quarterly Journal of Experimental Psychology Section A. 1983, 35(3):469-495.
  • Stefanac, N., Spencer-Smith, M., Brosnan, M., Vangkilde, s., Castles, A., Bellgrove, M. Visual processing speed as a marker of immaturity in lexical but not sublexical dyslexia. Cortex. 2019 Nov, 120:567-581.
  • Wenande, b., Een, E., Petok, J.R. Dyslexia-related impairments in sequence learning predict linguistic abilities. Acta Psychol (Amst). 2019 Aug, 199:102903.
  • Bajre, P., Khan, A. Developmental dyslexia in Hindi readers: Is consistent sound-symbol mapping an asset in reading? Evidence from phonological and visuospatial working memory. Dyslexia. 2019 Nov, 25(4):390-410.
  • Cascella M, Al Khalili Y. Short Term Memory Impairment. [Updated 2019 Oct 27]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-.
  • Bucci, M.P. Visual training could be useful for improving reading capabilities in dyslexia. Appl Neuropsychol. Child. 2019 Aug, 13:1-10.
  • Ullman, M.T. Earle, F.S., Walenski, M., Janacsek, K. The neurocognition of developmental disorders of language. Annu Rev Psychol. 2020 Jan, 74:389-417.
  • Giofrè, D., Provazza, S., Calcagnì, A., Altoè, G., Roberts, D.J. Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases. Dyslexia. 2019, Aug, 25(3):284-295.
  • Luo, X., Mao, Q., Shi, J., Wang, X., Li, C.R. Putamen gray matter volumes in neuropsychiatric and neurodegenerative disorders. World J Psychiatry Ment Health Res. 2019 May, 3(1):1-11.
  • Schaadt, G. Männel, C. Phonemes, words, and phrases: Tracking phonological processing in pre-schoolers developing dyslexia. Clin Neurophysiol. 2019 Aug, 130(8):1329-1341.
  • Pecini, C., Spoglianti, S., Bonetti, s., Di Lieto, M.C., Guaran F., Martinelli, A., Gasperini, F., Cristofani, P., Casalini, C., Mazzotti, S., Salvadorini, R., Bargagna, S., Palladino, P., Cismondo, D., Verga, A., Zorzi, C., Brizzolara, D., Vio, C., Chilosi, A,M. Training RAN or reading? A telerehabilitation study on developmental dyslexia. Dyslexia. 2019 Aug, 25(3):318:331.
  • Kershner, J.R. Neuroscience and education: Cerebral lateralization of networks and oscillations in dyslexia. Laterality. 2020 Jan, 25(1):109-125.
  • Scerri, T.S., Darki, F., Newbury, D.F., Whitehouse, A.J.O., Peyrard-Janvid, M., Matsson, H., Ang, Q.W., Pennell, C.E., Ring, S., Stein, J., Morris, A.P., Monaco, A.P., Kere, J., Talcott, J.B., Klingberg, T., Paracchini, S. The dyslexia candidate locus on 2p12 is associated with general cognitive ability and white matter structure. PLOS ONE. 2012 Nov, 7(11): e50321.
  • Heim, S., Tschierse, J., Amunts, K., Wilms, M., Vossel, S., Willmes, K., Grabowska, G., Huber, W. Cognitive subtypes of dyslexia. Acta Neurobiol Exp. 2008, 68:73:82.
  • Fisher, S. E., DeFries, J.C. Developmental dyslexia: genetic dissection of a complex cognitive trait. Nature reviews neuroscience. 2002 Oct, 3: 767-780.
  • De Vos, A., Vanvooren, S., Ghesquière, P., Woutsers, J. Subcortical auditory neural synchronization is deficient in pre-reading children who develop dyslexia. Dev Sci. 2020 Feb, In press.
  • Bruck, M. Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology. 1990. 26(3):439-454.
  • Ramus, F., Rosen, S., Dakin, S.C., Day, B.L., Castellote, J.M., White, S., Frith, U. Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain. 2003 Apr, 126(4):841-865.
  • Mattis, S., French, J. H., Rapin, I. Dyslexia in children and young adults: Three independent neuropsychological syndromes. Developmental Medicine & Child Neurology. 1975 Apr, 17(2):150-163.
  • Boets, B., Op de Beeck, H.P., Vandermosten, M., Scott, S.K., Gillebert, C.R., Mantini, D., Bulthé, J., Sunat, S., Wouters, J., Ghesquière, P. Intact but less accessible phonetic representations in adults with dyslexia. Science. 2013, Dec, 342(6163):1251-1254.
  • Brosnan, M., Demetre, J., Hamill, S., Robson, K., Shepherd, H., Cody, G. Executive functioning in adults and children with developmental dyslexia. Neuropsychologia. 2002 Apr, 40(12):2144-2155.

Please type your email address